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Inattention and the Classroom Visual Environment: Evidence of Incidental Learning

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Title: Inattention and the Classroom Visual Environment: Evidence of Incidental Learning
Language: English
Authors: Karrie E. Godwin (ORCID 0000-0003-0127-986X), Anna V. Fisher (ORCID 0000-0002-6661-7922)
Source: Mind, Brain, and Education. 2026 20(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B090023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Classroom Environment, Visual Stimuli, Interference (Learning), Attention, Kindergarten, Cognitive Processes
DOI: 10.1111/mbe.70040
ISSN: 1751-2271
1751-228X
Abstract: Highly decorated classroom visual environments can be a source of distraction that may hamper children's learning. Reductions in learning are hypothesized to be due to children dividing their attention between the features of the visual environment and lesson content; however, to date, there is no direct evidence to support this possibility. We test this hypothesis by examining whether kindergarten children (N = 23) in the United States incidentally encode their visual environment while off-task and whether attention to the environment is associated with reduced learning. Results indicate children encoded features of the classroom visual environment with reasonable accuracy. Critically, the more time children spent off-task, the better they encoded the classroom displays, and the worse they performed on the learning assessments. These findings highlight the importance of re-conceptualizing how classroom environments are designed in order to reduce attentional competition and better support children's learning.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1498413
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Karrie+E%2E+Godwin%22">Karrie E. Godwin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0127-986X">0000-0003-0127-986X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+V%2E+Fisher%22">Anna V. Fisher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6661-7922">0000-0002-6661-7922</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Institute of Education Sciences (ED)
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– Name: Abstract
  Label: Abstract
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  Data: Highly decorated classroom visual environments can be a source of distraction that may hamper children's learning. Reductions in learning are hypothesized to be due to children dividing their attention between the features of the visual environment and lesson content; however, to date, there is no direct evidence to support this possibility. We test this hypothesis by examining whether kindergarten children (N = 23) in the United States incidentally encode their visual environment while off-task and whether attention to the environment is associated with reduced learning. Results indicate children encoded features of the classroom visual environment with reasonable accuracy. Critically, the more time children spent off-task, the better they encoded the classroom displays, and the worse they performed on the learning assessments. These findings highlight the importance of re-conceptualizing how classroom environments are designed in order to reduce attentional competition and better support children's learning.
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      – Text: English
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        PageCount: 16
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      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Visual Stimuli
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      – SubjectFull: Interference (Learning)
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      – SubjectFull: Attention
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